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epubltt of tbe biltppiueg

;mepartment of bucatton
0 5 JUN 2017
DepEd 0 RD ER
No.JQ,s. 2017
GUIDELINES FOR WORK IMMERSION
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concemed
1. The Department of Education (DepEd) issues the enclosed Guidelines for

Work Immersion as basis for the implementation of work immersion in all Senior
High Schools (SHSs).
2. Work Immersion is a key feature of . the SHS Curriculum. It can be

conducted in different ways depending on the purposes and needs of learners.
Enclosed are the documents pertinent to its implementation.
3. These guidelines will take effect starting School Year 2017-2018 for all
SHSs.
4. These guidelines will remain in force and in effect for the duration of the
program, unless sooner repealed, amended, or rescinded. All existing Orders and
memoranda that are inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is

directed.
Secretary
Encl.: As stated
Reference: None
To be indicated in the Perpetual Index
under the following subjects:
BUREAUS AND OFFICES
LEARNERS
POLICY
SCHOOLS
SENIOR HIGH SCHOOL
MCDJ I R DO Guidelines for Work Immersion

0489/ June 2, 2017
DepEd Complex, Meralco Avenue, Pasig City 1600 fJ 633-7208/633-7228/632-1361• 636-4876/637-6209 'J www.deped.gov.ph
Enclosure to DepEd Order No. 30, s. 2017
GUIDELINES FOR WORK IMMERSION
SECTION 1: Rationale
One of the goals of the K to 12 Basic Education Program is to develop in learners

the competencies, work ethic, and values relevant to pursuing further education
and/ or joining the world of work. To achieve greater congruence between basic
education and the nation's development targets, Work Immersion, a required
subject (See attached curriculum guide in Annex A), has been incorporated into the
curriculum. This subject will provide learners with opportunities:
1. to become familiar with the work place;
2. for employment simulation; and
3. to apply their competencies in areas of specialization/applied subjects in
authentic work environments.
To achieve the above objectives, Work Immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in which their prior
training is relevant. Other possible venues for work immersion are listed in Annex
B.
These guidelines were formulated based on the rich experiences of modeling
schools, tech-voc schools, partnership focal persons, industry partners, and youth
development advocates. These guidelines can provide process support to field
offices of the Department of Education (DepEd) in fostering relationships and
strengthening partnerships so that learners will have access to suitable work
immersion venues and other related resources.
SECTION 2: Scope
These guidelines shall apply to all Senior High School learners in the following
institutions:
1. DepEd Senior High Schools
2. Private Senior High Schools
3. Senior High Schools run by state colleges and universities, and local
universities and colleges
4. Technical-Vocational Institutions
SECTION 3: Definition of Terms
These Guidelines for Work Immersion will use the following terms and their
corresponding definition as spelled out below:
1. Partner Institutions are public or private institutions or organizations that are

able and willing to lend their expertise and resources; and enter into agreement
with any of the DepEd or Non-DepEd offices andjor schools. This enables
DepEd to strengthen its capability to offer Senior High School, without
Page 1ofll
monetary requirements from both.
2. Memorandum of Agreement is a legally binding document, which spells out

the specific terms and conditions between and among parties entering into a
partnership to implement a program, project, or any other similar undertaking.
It can be entered into at the central, regional, division, or school level. The
scope and limitations of the Memorandum of Agreement shall not be contrary to
laws, public customs, and moral compasses.
3. Partnership refers to the relationship between the partner institution and the
school, or any office of DepEd (Central Regional or Division) that responds to
the needs of the K to 12 program in general, and Senior High School m
particular, which is formalized through a Memorandum of Agreement.
4. School Partnership Focal Person is the person authorized to seek

partnerships between DepEd and Institutions (Deped Order 40, s. 2015).
5. Work Immersion refers to the subject of the Senior High School Curriculum,
which involves hands-on experience or work simulation in which learners can
apply their competencies and acquired knowledge relevant to their track.
6. Work Immersion Partner Institution Supervisor serves as the counterpart of

the Work Immersion Teacher and may also be the representative of the partner
institution in forging partnership with DepEd schools. This person shall be
identified in the MOA.
7. Work Immersion Teacher is the school personnel who is assigned to supervise

the learners at the Work Immersion Venue in coordination with the Work
Immersion Partner Institution Supervisor.
8. Workplace Immersion Venue is the place where work immersion is conducted.

It shall conform with the law and the rules and regulations on safety,
appropriateness for learning, and availability of facilities and equipment, which
are issued by the DepEd (DO No. 40 s. 2015), Technical Education and Skills
Development Authority (TESDA), Department of Labor and Employment (DOLE),
Commission on Higher Education (CHED), and other relevant govemment
agencies. Examples of work immersion venues include offices, factories, shops,
and project sites.
SECTION 4: Objectives
Work immersion will help develop among the learners life and career skills, and will
prepare them to make decisions on postsecondary education or employment.
Through partnership building, DepEd hopes that the Partner Institutions will
provide learners with work immersion opportunities, workplace or hands-on
experience, and additional learning resources. It aims to make the learners:
1. appreciate the importance and application of the principles and theories

learned in school;
2. enhance their technical knowledge and skills;
3. enrich their skills in communications and human relations; and
4. develop good work habits, attitudes, appreciation and respect for work.
Page 2ofll
By the time learners reach Senior High School, they would have already acquired
almost all the competencies and skills that would prepare them for the curriculum
exits (higher education, employment, middle-skills development, and
entrepreneurship). Work immersion provides them with an avenue to test
themselves and apply what they have learned in a non-school scenario. In work
immersion, learners are not only able to apply their previous training but are also
able to experience the social interactions in a work environment. Their experiences
during work immersion will develop many skills and values that would help them
as they transition from high school to real life.
To assure the achievement of the above objectives of Work Immersion, this policy
serves to guide schools in:
1. creating flexible work immersion arrangements for their learners;
2. providing options for work immersion that are relevant to learners' purposes
and needs;
3. organizing work immersion opportunities for learners that are consistent with
the diverse human resource requirements of partner institutions for work
immersion; and
4. articulating the scope and limits of work immersion in the context of basic
education when building relationships with work immersion partners.
SECTION 5: Principles and Policy Statements
Partnership with Institutions shall be govemed and guided by the following

principles and policies:
1. Work Immersion requires parental consent.
2. Partner Institutions and Work Immersion Venues shall be selected only after
thorough study, screening and preparation to ensure that each venue is a safe,
secure, and suitable place for learning. All applicable safety guidelines of
TESDA, DOLE, and the work immersion venue relevant to basic education shall
apply.
3. Schools may partner with any institution or organization duly

registered/recognized by any accrediting government agency. These may include
cooperatives, local government units (LGUs), duly registered companies, and
non-government organizations (NGOs). Annex B provides suggested institutions
for corresponding specializations.
4. All Work Immersion agreements at the school level must be covered by a

Memorandum of Agreement (MOA) for the security of all parties involved. All
MOAs must specify that all parties will conform to these guidelines. All learner
activities shall be reflected in the MOA as stipulc .ted in the Prescribed Template
for the List of Tasks/ Activities to be done during Work Immersion which can be
found in Annex C.
5. The Memorandum of Agreement (MOA) for Work Immersion must have

provisions for the following:
a. creation of a Joint Working Group (JWG), the JWG's functions and

responsibilities, and the responsibilities of each of the partners
Page 3 of 11
b. access to and use of partner institution's facilities by learners and teachers;
c. provision of supervisors/mentors from the partner institution
d. assurance that the workplace is a conducive and safe learning environment;
e. list of learner activities as stipulated in the prescribed template in Annex C
f. for the Partner Institution to orient the school on the work learners will
engage in based on the activities listed in the Prescribed Template for the
Immersion Program of Activities
g. insurance for learners in DepEd schools, charged to MOOE (For private high
schools, colleges and universities, local universities and colleges, state
universities and colleges, and technical and vocational schools, the
insurance fee paid by the learners during enrolment shall be utilized for
work immersion. Insurance fees may also be included in the voucher.)
h. Work Immersion-related expenses like insurance and transportation
allowance may be treated as a donation under DepEd's Adopt-A-School
Program
1. See attached Annex D of this guidelines for sample of MOAs. This does not
preclude the parties from adding other provisions which are beneficial to the
learners.
6. DepEd, in collaboration with its partners and stakeholders, shall ensure that
all schools and venues for learning are conducive to the education and safety
of the learners. The safety of the learners is primary. Consequently, the
maximum number of hours spent in the work immersion venue is 40 hours
per week and no more than eight (8) hours per day as provided for by law, for
a child below 18 but older than 15.
7. School Partnerships Focal Persons must be capacitated with networking skills

and cultivating connections with possible partner institutions.
8. Although one of the objectives of the Work Immersion is to develop skills that
are relevant to the needs of the job market in the area, Work Immersion
should not be reduced to a mere recruitment tool of a Partner Institution.
While the graduates' future employment in the industry may be one of the
desired outcomes of the partnership, the latter should be designed in such a
way that graduates will also acquire other skills and competencies and will
qualify for other job options and not be limited to those offered by one Partner
Institution.
9. Expenses in securing partnerships, such as the travel expense of the School

Partnerships Focal Person and the Immersion Teacher, shall be charged to the
school's local funds or MOOE. Subject to availability of funds, travel expenses
of learners to Work Immersion venue will also be charged to MOOE and other
funds, the details of which shall be provided in a separate set of Guidelines.
Expenses for Immersion Venue rental, utilities, and/ or other direct or
incidental expenses of the Partner Institution shall not be allowed.
10. Schools and students shall not be asked to pay the SHS Partner Institution for
any Work Immersion activity conducted. Fees for Work Immersion must only
be set after consultation with parents.
Page 4 of 11
11. The partnerships shall be govemed by existing laws and DepEd issuances
such as, but not limited to the following:
a. DepEd Order No. 39, s. 2009 on the commercialization of schools, which
expressly prohibits the appearance of any form of institutional
endorsement by the DepEd for any commercial product or service within
the school premises in exchange for any SHS-industry partnership
b. DepEd Order No. 6, s. 2012, which expressly prohibits all forms and
manner of cooperation or partnership with the tobacco industry in all
areas of the country
c. DepEd Order No. 40, s. 2012 entitled "Child Protection Policy" (Policy and
Guidelines on Protecting Children in School from Abuse, Violence,
Exploitation, Discrimination, Bullying and other forms of Abuse)
d. DepEd Order No. 80, s. 2012 entitled "Strengthening the integration of
breastfeeding education in the curriculum, setting up and sustaining the
operation of lactation stations in compliance with Executive Order No. 51".
School officials are similarly discouraged from partnering with companies
manufacturing milk and infant formula products.
e. DepEd Order No. 55, s. 2013, Implementing Rules and Regulations (IRR) of
Republic Act No. 10627 Otherwise Known as the Anti-Bullying Act of 2013
f. DepEd Order No. 40, s. 2015 entitled "Guidelines on K to 12 Partnerships"
(Policy and Guidelines on Building Partnerships for the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd
issuances for corporate donations
1. Article 218 and 219 of the Family Code on the special parental authority
and responsibility of schools, administrators and teachers
J· The Civil Code, including but not limited to, provisions on Obligations and
Contracts and Quasi-Delicts. Article 2176 provides: "Whoever by act or
omission causes damage to another, there being fault or negligence, is
obliged to pay for the damage done. Such fault or negligence, if there is no
pre-existing contractual relation between the parties, is called a quasi-
delict and is govemed by the provisions of this Chapter." Article 2180
provides in part: "The obligation imposed by article 2176 is demandable
not only for one's own acts or omissions, but also for those persons for
whom one is responsible.")
k. Department of Labor and Employment (DOLE) and Technical Education
and Skills Development Authority (TESDA) issuances, whenever applicable
12. The duties and responsibilities of SHS personnel shall be reflected in their
Office Performance Commitment Review Form (OPCRF) or Individual
Performance Commitment Review Form (IPCRF) for DepEd Schools only.
13. Private Schools and non-DepEd schools may devise a scheme on how to
remunerate teachers assigned as School Partnerships Focal
Person/Immersion Teacher.
Page 5 of 11
SECTION 6: Work Immersion Delivery Models
Table 1 shows different Work Immersion delivery models that schools may choose
from based on their needs and resources. All these models take into consideration
the number of Work Immersion hours, learner's purpose and needs, school
capabilities and compliance to the TESDA, DOLE, and DepEd Work Immersion
venue guidelines.
However, if these models do not fit a specific situation or concem, regions may
design their own delivery model. Novel/unique delivery modes should be approved
by the Regional Office. Proposals describing the unique delivery model should
include in their justifications the work immersion hours, the learners' purposes
and needs, and the school's partnership arrangements.
For all models, the Work Immersion Curriculum Guide (CG) in Annex A shall be
followed. The number of hours allotted for Work Immersion Proper, which is Part II
of the CG, may vary based on the model to be chosen by the learners and the
school.
Below is a summary of the Work Immersion delivery models and their description.
For more details, Annex E provides descriptions of the models, the learners'
purposes and needs, the school's partnership arrangements, and Work Immersion
delivery options.
.
Table 1 Work 1mmers10n Delivery 0lptions
Work Learner's
Models Immersion Purpose and School Options
Hours Needs
Model A 80 hours For learners who Has partners

(This is the only need 80 that only
minimum hours of work accommodate
requirement immersion 80 hours of
for Work Work
Immersion.) Immersion
Model B 240 hours Optional for Has several 1. Learners may start
(80 + 160 learners who: Work taking a 640-hour
hours) 1. decide to do Immersion specialization in Grade 9
more Work partners that and finish at Grade 11.
Immersion can For Grade 12, sjhe may
hours in the accommodate take up another 160-hour
specialization all its learners specialization before or
of their in the first and after the Work
choice; and second Immersion.
2. have more semester of
Work Grade 12 Examples are shown in
Immersion Models B1 and 82.
opportunities
available. 2. Learners may start
taking a 320-hour
specialization at Grade
Page 6 of 11
Work Learner's
Hours Needs
11. For Grade 12, sjhe
may take up another 160-
hour specialization before
or after the work
. .
tmmerston.
Examples are shown in

Models B1 and B3.
3. Learners may also

take up three 160-hour
specializations starting
Grade 11.
Work Immersion may be

done during the second
semester of Grade 12.
An example is shown in
Model B4.
Model C 240 hours Optional for Has Work 1. For a 640-hour

distributed learners who: Immersion specialization, learners
over several 1. decide to do venues but may take the first 320
terms more Work these cannot hours in Grade 11 then
Immersion accommodate have 120 hours of Work
hours in the all learners in Immersion during
specialization the 2nd summer.
of their semester of
choice; Grade 12, They may then take up
2. have more hence making 160 specialization hours
Work it necessary to during the flrst semester
Immersion spread out the of Grade 12 and have 40
opportunity . . hours of Work Immersion
available; and tmmerswn over during the semestral
3. are enrolled several terms break.
m
specialization Learners may then take
s that require up the remaining 160
more training specialization hours
hours. during the second
semester of Grade 12 and
have 80 hours of Work
Immersion.
Model Cl.
Page 7 of 11
Work Learner's
Hours Needs
2. Another option for a
640-hour specialization is
for learners to take 320
hours of specialization in
Grade 11 and have 160
hours of Work Immersion
during summer.
SfHe may then take up

320 hours of
specialization during the
first semester of Grade 12
and have 80 hours of
Work Immersion during
the second semester.
Model C2.
Model D 320 hours Optional for Has partners 1. For a 480-hour

distributed learners who: who have more specialization and work
over several 1. are likely to Work immersion for 320 hours,
terms proceed to Immersion learners may take up 320
(80 + 240 employment slots specialization hours in
hours) after basic Grade 11 and have 80
education; Has select hours of Work Immersion
2. decide to do learners who during summer.
more Work are ready for
Immersion more training SfHe may then take the
hours in the in the remaining 160
specialization workplace specialization hours in
of their the first semester of
choice; and Grade 12 and have 240
3. have Work hours of Work Immersion
Immersion in the second semester.
opportunities
available to A sample is shown in
them. Model D1 below.
2. Learners may fmish a

320-hour specialization in
Grade 11 and have 40
hours of Work Immersion
during summer.
Learners may then

continue their Work
Immersion in the 320-
Page Sofll
Work Learner's
Hours Needs
hour specialization in the

first semester of Grade 12
for 240 hours and during
semestral break for 40
hours.
SJHe may then take up

another 160-hour
specialization during the
second semester of Grade
12.
A sample is shown in
Model D2.
SECTION 7: Duties and Responsibilities of Personnel
The successful implementation of Work Immersion will depend on the strong

collaboration, support, and commitment of the school personnel and Partner
Institution. These personnel shall always exercise due care and diligence in the
performance of their duties. Below are additional duties and responsibilities to
DepEd Order No. 40, series of 2015 (Guidelines on K to 12 Partnerships).
1. The School Head

SJHe shall:
a. be the authorized person to sign the MOA with Partner Institution on
behalf of the school and ensure that all provisions in the MOA are adhered
to by both parties;
b. assign a personnel/teacher to be the School Partnerships Focal Person if
the school offers more than one (1) program;
c. determine the number of teaching loads of the School Partnerships Focal
Person and the Work Immersion Teacher subject to the nature of the
track/ strand for immersion, provided that provisions in the Magna Carta
for Teachers are followed;
d. sign the Travel Authority (TA) of the School Partnerships Focal
Person/Work Immersion Teacher if work immersion tasks are conducted
within the division. The Schools Division Superintendent will sign if these
are conducted outside the division;
e. report to the Division Office the activities in the Work Immersion Venue,
including but not limited to the duration, provisions, and issues and
concems as applicable; and
f. supervise the work of School Partnerships Focal Person, Immersion
Teacher and Leamers.
2. The School Partnerships Focal Person

SJHe is the authorized person to seek partnerships between DepEd and
Partner Institutions following the processes mentioned in the guidelines. SJHe
Page 9 ofll
may be assigned from the school or division office. SfHe may also be the
school Senior High School Coordinator. Sf He shall:
a. manage the conduct of Work Immersion;
b. establish/pursue and maintain the Work Immersion partnership between
the DepEd and Partners Institutions;
c. use evaluation and monitoring results to recommend decisions on
partnerships;
d. coordinate with the Work Immersion Teachers regarding the placement of
students in partner institutions;
e. consolidate reports from work immersion teachers (If s/he is the Division
SHS Partnership Focal Person, receives reports from schools); and
f. conduct regular ocular inspections with the Work Immersion Teacher to
ensure that the work immersion venue is safe, secure, and suitable for
learning.
3. The Work Immersion Teacher

SfHe is the school personnel/teacher assigned to supervise the learners at the
Work Immersion Venue. S/He shall:
a. exercise supervision on learners doing Work Immersion in coordination
with Work Immersion Partner Institution Supervisor;
b. participate in the Joint Working Group of Work Immersion;
c. coordinate with the School Partnerships Focal Person learners' activities
and class and venue schedules;
d. conduct the Pre-immersion and Post-immersion activities;
e. conduct regular visits to the venue to ensure that learners' activities are
properly implemented; and
f. submit report regularly to the Schools Partnership Focal Person on the
completion and performance of learners, performance of the Partner
Institution, and issues and concems.
4. The Work Immersion Partner Institution Supervisor

SjHe shall be identified in the MOA and shall serve as the counterpart of the
Work Immersion Teacher. S/he shall:
a. exercise supervision over learners during the Work Immersion;
b. participate in the Joint Working Group;
c. coordinate with the School Partnership Focal Person and Work Immersion
Teacher on Work Immersion venue schedules and capacities;
d. provide input in the Pre-immersion and Post-immersion activities;
e. schedule the learners' activities in the Work Immersion venue together
with the Work Immersion Teacher; and
f. inform the Work Immersion Teacher on capacities, Work Immersion
completion performance of learners, and issues and concems.
5. The Learner
SfHe shall:
a. attend Pre and Post Immersion Activities;
b. report to the Work Immersion Partner Institution Supervisor during actual
immersion;
c. perform the duties and tasks as indicated in the prescribed template for
work immersion list of tasks/activities (template found in Annex C); and
d. prepare the documentations and reports required in the curriculum and by
the Partner Institution.
Page 10 of 11
SECTION 8: Assessment
The Work Immersion Teacher and the Work Immersion Partner Institution
Supervisor will jointly assess the learners' performance following the DepEd Order
No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program).
The Work Immersion Teacher shall then issue the Final Grade.
SECTION 9: Monitoring and Evaluation
The following are the offices and units, which will implement, monitor, and/ or will
be affected by the policy:
1. Central Office
a. Bureau of Curriculum Development ensures correct articulation of the
curriculum content of Work Immersion.
b. Bureau of Learning Delivery ensures proper implementation of policies in
delivering the Work Immersion as a subject in the field.
c. Bureau of Educational Assessment ensures valid assessment of learners
performance in the field.
d. Bureau of Learning Resources provides the needed learning materials in the
field.
2. Regional Office
Curriculum and Learning Management Division through the Regional Senior
High School Supervisor-in-Charge ensures that the Division Offices properly
implement and articulate Work Immersion as a subject in coordination with the
relevant Regional Supervisor handling the learning area (e.g. TVL, Arts and
Design, STEM).
3. Division Office
Curriculum and Instruction Division through the Division Senior High School
Supervisor-in-Charge ensures that all senior high schools in their respective
areas properly implement and articulate the Work Immersion as a subject in
coordination with the relevant Division Supervisor handling the learning area
(e.g., TVL, Arts and Design, STEM).
4. Schools
Section 7 describes in detail the duties and responsibilities of the different
DepEd offices.
Annex F shows the monitoring and evaluation tool to be used.
SECTION 10: Annexes

Annex A: Work Immersion Curriculum Guide
Annex B: Sample Work Immersion Venues
Annex C: Prescribed Template for the List of Tasks/ Activities to be done during
Work Immersion
Annex D: MOA Templates
Annex E: Work Immersion Delivery Models
Annex F: Work Immersion Monitoring and Evaluation Tool
Annex G: Sample Summer Break Work Immersion Schedule for Model C
Page 11of11
ANNEX A: WORK IMMERSION CURRICULUM GUIDE
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL
Grade: 11/12 No. of Hours: at least 80 hours

Subject Title: Work Immersion Pre-requisite: should have taken at least 4* Specialized Subjects
Course Description:
Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo Work Immersion in an industry that directly relates to the
student's postsecondary goal. Through Work Immersion, the students are exposed to and become familiar with work-related environment related to their field of
specialization to enhance their competence. Specifically, the students are able to: (i) gain relevant and practical industrial skills under the guidance of industry experts and
workers; (ii) appreciate the importance and application of the principles and theories taught in school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills
in communications and human relations; and (v) develop good work habits, attitudes, appreciation, and respect for work. These prepare them to meet the needs and
challenges of employment or higher education after graduation.
NO. OF LEARNER'S OUPUT
OBJECTIVES/ LEARNING AREA TEACHER'S ACTIVITY LEARNER'S ACTIVITY
HOURS
I. Pre-Immersion
4to 6 The teacher: The student: 1. essay on the how to
A. Understanding work immersion by discussing: hours 1. conducts the pre-Immersion 1. attends the pre-Immersion conduct oneself inside the
1. Expected behavior orientation orientation company/ business
a. Work ethics 2. guides the students in 2. prepares and secures establishment during the
b. Safety in the workplace securing and accomplishing required documents Immersion period
c. Workplace rights and responsibilities forms 2. resume
d. Confidentiality in the workplace 3. validates the accomplished 3. application
e. Effective conflict resolution and teamwork skills forms 4. clearance documents
2. Work immersion rules and regulations 4. provides a checklist
3. Terms and conditions of the Memorandum of containing things to do and
Agreement documents needed for pre-
Immersion,during, and
B. Appreciating the importance of credentials by: after Immersion
1. Writing a resume
2. Filling out application forms
3. Visiting the concerned offices where the
following could be secured:
a. Barangay clearance
b. Police clearance
c. Mayor's clearance
d. Medical certificate
4. Job Interview skills traininq ---- -
K to 12 Senior High School Specialization Subject- Work Immersion April 2017 Page :1 of4
or TVL, must have finished one specialization while for a 640-hour specialization, must have finished at least 320 hours
SENIOR HIGH SCHOOL
NO. OF
OBJECTIVES/ LEARNING AREA TEACHER'S ACTIVITY LEARNER'S ACTIVITY LEARNER'S OUPUT
HOURS
c. Discussion of portfolio
1. Portfolio instructions
a. Portfolio content
i. accomplished forms
ii. pictures of work site and nonwritten output/
projects with captions
iii. illustrations of activities performed (as
needed)
iv. weekly diary (narrative/ account of learnings
and achievements, issues faced and I
corresponding resolutions)
v. sample written output (if any)
vi. work immersion highlights
vii.other relevant pictures/ documents
b. When to update content
c. Portfolio packaging
d. Portfolio presentation at the end of Work
Immersion
II. Immersion Proper 6 hours The teacher: The student: 1. written narrative on the
1. coordinates with the 1. reports to the company profile of the company/
A. Appreciating management processes by organization/ establishment based on agreed timeframe business establishment
o bserving, identifying and describing the 2. monitors the students' 2. receives orientation from (may contain charts,
following: progress the company/ photos, or illustrations)
1. Nature of the business 3. provides interventions for establishment on the nature 2. written report on the
2. Description of the products/services students, if necessary of the business, description activities performed
3. Target clientele Organizational 4. provides general of the product/ services, 3. supervisor's rating
4. structure Company rules and supervision to the students target clientele, 4. organizational chart
5. regulations organizational structure,
and rules and regulations
3. participates in the activities
of the different offices that
----------
are responsible for the
K to 12 Senior High School Specialization Subject- Work Immersion April2017 Page2of4

'*for lVL, must have finished one specialization while for a 640-hour specialization, must have finished at least 320 hours
SENIOR HIGH SCHOOL
NO. OF
OBJECTIVES/ LEARNING AREA TEACHER'S ACTIVITY LEARNER'S ACTIVITY LEARNER'S OUPUT
HOURS
areas mentioned above
4. prepares a report on the
activities performed
B. Appreciating business 6 hours The teacher: The student: 1. written narrative on the
processes by observing and participating in 1. coordinates with the 1. reports to the company business processes of the
Safety1 Production/Maintenanee/Quality organization/ establishment based on agreed timeframe company/establishment
Control/Quality Assurance/Customer 2. monitors the students' 2. receives orientation on the (may contain charts, photos
Satisfaction/Housekeeping/Hygiene and others progress different processes of the or illustrations)
3. provides interventions for business establishment such 2. written report on the
students, if necessary as: Safety, Production, activities performed
4. provides general Maintenance, Quality 3. supervisor's rating
supervision to the students Control/Quality Assurance, 4. business process flow
Customer Care, chart/s
Housekeeping, and Hygiene
3. participates in the activities
of the different offices and
line department that are
responsible for the
processes mentioned above
4. prepares a report that
documents the activities
performed
C. Applying skills learned and proper values at least 60 The teacher: The student: 1. daily tasks record
acquired in school hours 1. coordinates with the 1. performs hands-on 2. supervisor's rating
business activities that are related 3. written narrative of what
organization/establishment to the skill acquired In the student learned
2. monitors the students' his/her chosen field of 4. photos or illustrations
progress specialization
3. provides interventions for 2. performs other required
studentsLitnecessary .
tasks based on the
--- ------ -----
K to 12 Senior High School Specialization Subject- Wor;l( Immersion Apri12017 Page3of4

.! for lVL, must have finished one specialization while for a 640-hour specialization, must have finished at least 320 hours
SENIOR HIGH SCHOOL
NO. OF LEARNER'S ACTIVITY LEARNER'S OUPUT
OBJECTIVES/ LEARNING AREA TEACHER'S ACTIVITY
HOURS
4. provides general agreement
supervision to the student 3. renders reports to the
teacher and the industry
supervisor for immersion
4. records the daily tasks
performed
III. Post Immersion 2 hours The teacher: The student: 1. portfolio

Evaluating the work immersion experience by: 1. guides the student in 1. presents his/her portfolio a. accomplished forms
1. presenting a portfolio with weekly diary presenting and discussing 2. discusses his/her work b. pictures of work site and
entries their portfolio Immersion experience and nonwritten output/
2. comparing and contrasting school and work 2. organizes an exhibit that relates its importance to projects with captions
application of skill, knowledge, and attitudes displays photos or his/her specialization c. illustrations of activities
3. writing an updated resume illustrations of the activities 3. participates in the exhibit performed (as needed)
4. reflecting on their Work Immersion performed or projects done organized by the teacher d. weekly diary (narrative/
experiences by the students 4. writes an updated resume account of learnings and
3. evaluates the organization/ taking into consideration his achievements, issues
establishment that provided experience while In the faced and corresponding
the Immersion venue Work Immersion venue resolutions)
4. guides students in updating 5. reflects on their Work e. sample written output (if
their resume Immersion experience any)
5. guides students in reflecting f. Work Immersion
about their work immersion highlights
experience g. other relevant pictures/
documents
2. gallery
3. updated resume
4. reflection paper
K to 12 Senior High School Specialization Subject- Wor.k Immersion April 2017 Page4of4
'*for lVL, must have finished one specialization while for a 640-hour specialization, must have finished at least 320 hours
ANNEX B: SAMPLE WORK IMMERSION VENUES
Private
Track Strand Specialization LGU Office
Establishment
Academic STEM 1. Engineer's Office 1. Engineering and
2. Environment and Construction
Natural Resources 2. Factories
Office 3. Food Processing
3. Health Office 4. Health Care offices
4. Office of Agricultural 5. Manufacturing
ServicesJ Office of the Companies
Agriculturist 6. Medical Services
7. Pharmacies
ABM 1. Accounting Office 1. Accounting
2. Budget Office departments
3. Office for the 2. Gas Stations
Development of 3. Malls
CooperativesJCooperati 4. Sales Offices
ves Development Office 5. Small and Medium
4. Office of the Enterprises
Administrator
5. Office of the Civil
Registry
6. Planning and
Development Office
7. Treasurer's Office
HUMSS 1. Legal Office 1. Law Offices
2. Office of the 2. Media Offices
Administrator 3. Tertiary Schools
3. Population Office
4. Public Attomeys' Office
5. Public Information
Office
6. Social Welfare and
Development Office
GA Will depend on the Will depend on the
electives electives
TVL Home Attractions and 1. Resorts
Economics Theme Parks 2. Tour Operators
Tourism (NC II)
Bartending (NC Restaurants
II)
Bread and 1. Bakeries
Pastry 2. Coffee Shops
Production (NC 3. Donut Shops
IIJ
Caregiving (NC Red Cross Office, 1. Hospitals
II) Barangay Health Center, 2. Retirement Homes
Home for the Aged
Commercial 1. Catering services
Cooking (NC III) 2. Hotels
3. Restaurants
Cookery (NC II) 1. Catering services
2. Hotels
3. Restaurants
Page 1 of 5
Private
Track Strand Specialization LGUOffice
Establishment
Events 1. Catering
Management 2. Function Halls
Services (NC III) 3. Hotels
Food and 1. Catering services
Beverage 2. Hotels
Services (NC II) 3. Restaurants
Front Office Public Information Office, Hotel Reception
Services (NC II) Tourism Office
Handicraft- Specialty Shops
Basketry,
Macrame
Handicraft- 1. Furniture Making
Woodcraft Shops
Leathercraft 2. Specialty Shops
Housekeeping 1. Hotels
(NC II) 2. Janitorial and
Manpower
Suppliers
3. Laundromats
Tour Guiding Tourism Office 1. Hotels
Services (NC II) 2. Resorts
3. Tour Operators
4. Travel Agencies
Tourism Tourism Office 1. Hotels
Promotion 2. Resorts
Services (NC II) 3. Tour Operators
4. Travel Agencies
Travel Services Tourism Office 1. Hotels
(NC II) 2. Resorts
3. Tour Operators
4. Travel Agencies
Wellness 1. Health Spas
Massage (NC II) 2. Hotels
3. Resorts
TVL Industrial Automotive Motorpool Car Dealers and Auto
Arts Servicing (NC II) Repair Service
Carpentry (NC General Services Office 1. Construction
II) Companies
Carpentry (NC General Services Office 2. Maintenance
III) Departments
Construction General Services Office
Painting(NC II)
Electric Power Local Electric Cooperative Electrical
Distribution Construction
Line Companies
Construction
(NC II)
Electrical 1. General Services Office 1. Construction
Installation and 2. Local Electric Companies
Maintenance Cooperative 2. Maintenance
(NC II) Departments
Page 2 of 5
Private
Establishment
Gas Metal Arc 1. Shipyard
Welding- GMAW 2. Steel Fabrication
(NCin
Gas Tungsten
Arc Welding-
GTAW (NC II)
Instrumentation Automated Factories
and Control
Servicing (NC II)
Machining (NC Machine Shops
II)
Masonry (NC II) General Services Office 1. Construction
Companies
2. Maintenance
Departments
Mechatronics Automated Factories
Servicing (NC In
Plumbing (NC I)
Plumbing (NC
II)
RAC- 1. Building
PACUJCRE Construction
Servicing (NC II) 2. Building and
Factory
Maintenance
3. Ice Plants
Refrigeration General Services Office Airconditioning
and Air- Service Centers
Conditioning
(NCin
Shielded Metal 1. Metal Fabrication
Arc Welding (NC Shops
I) 2. Construction
Shielded Metal Shipyard
Arc Welding (NC
II)
Tile Setting (NC 1. Construction
II) Companies
2. Maintenance
Departments
TVL Agri- Agricultural Farms
Fishery Crop
Arts Production (NC
Ill)
Animal Health Livestock Farm
Care
Management
(NC Ill)
Animal Veterinary Offices Poultry
Production (NC
II)
Page 3 of 5
Private
Establishment
Aquaculture Fish and Aquatic Fish farm
(NC II) Resources Office
Artificial Veterinary Offices Cattle Farm
Insemination-
Large
Ruminants (NC
Ill
Artificial Veterinary Offices Piggery
Insemination-
Swine (NC II)
Crop
Production (NC
I)
Fish Nursery Fish farm
Operation (NC
II)
Fish or Shrimp Fish or Shrimp Farm
Grow Out
Operation (Non-
NCl
Fish Products 1. Cannery
Packaging (NC 2. Processed Fish
II) Factory
Fishing Gear Fishing Operations
Repair and
Maintenance
(NC III)
Fishport/Wharf Fishing Ports
Operation (NC I}_
Food (Fish) 1. Cannery
Processing (NC 2. Processed Fish
II) Facto:ry
Horticulture Farms
(NC II}
Horticulture Farms
(NC III)
Landscape General Services Office 1. Building
Installation and Construction
Maintenance 2. Residence
(Ncm Construction
Organic Farms
Agriculture
Production (NC
II)
Pest Farms
Management
(NC II)
Rice Machinery Veterinary Offices 1. Farms
Operation (NC 2. Rice Mills
II)
Rubber Rubber Plantation
Page 4 of 5
Private
Establishment
Processing (NC
II)
Rubber Rubber Plantation
Production (NC
I)
Slaughtering Veterinary Offices 1. Meat Shops
Operation (NC 2. Groceries
II) 3. Local Butchers
TVL ICT Broadband Telecoms
Installation-
Fixed Wireless
Systems (NC II)
Contact Center Call Centers (BPO)
Services (NC II)
Medical
Transcription
(NC II)
Technical Engineer's Office 1. Architectural
Drafting (NC II) Firms
2. Construction
Companies
Telecom OSP Telecoms
and Subscriber
Line
Installation-
Copper Cablef
POTSandDSL
(NC II)
Telecom OSP
Installation-
Fiber Optic
Cable (NC II)
Arts and Visual Arts 1. Advertising Offices

Design Printing
2. Art Galleries
3. TV Stations
Performing 1. TV Stations
Arts 2. Radio Stations
3. Media
4. Studios
Sports 1. Fitness Shops
2. Gyms
3. Sports Clubs
Page 5 of 5
ANNEX C: Prescribed Template for the List of Tasks/ Activities to be done during Work
Immersion
Name of Grade and

Student Section
School Immersion
Site
Track Strand/
Specialization
Duration of
Work
Immersion
School Contact
Partnerships Number
Focal Person
Work Contact
Immersion Number
Teacher
LIST OF TASKS/ ACTIVITIES
Tasks/ Actual
Competencies Time Allotment Remarks
Activities Schedule
Students shall not be given other activities outside of those previously agreed upon,
which are anchored on the stated competencies.
Certified true and correct:
Student's Signature Over Printed Name Parent's Signature Over Printed Name
Work Immersion Teacher's Signature Over Industry Supervisor's Signature Over

Printed Narne Printed Name
Page 1of 1
ANNEX D: MOA TEMPLATE FOR COOPERATIVES
25May2017
Cooperative
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP
This Memorandum of Agreement is entered into this of , 20 m

by and between:
J
The - <NAME OF SCHOOL>, with School Identification Number a public

high school, with principal address at represented in this
Agreement by its <Position>, <Name>, <nationality> of legal age, and hereinafter referred to
as the SCHOOL;
-and-
<NAME OF COOPERATIVE>, a duly registered cooperative operating under the laws of

the Philippines, with principal address at represented in this
Agreement by its <Position>, <NAME>, <NATIONALITY>, of legal age, and hereinafter
referred to as the COOPERATIVE.
WITNESSETH:
WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

"DepEd", is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs, and projects in the areas of formal and nonformal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to the
goals of national development;
WHEREAS, DepEd has introduced the K to 12 basic education reform program that includes
Senior High School, hereinafter referred to as "SHS", with the major objective of ensuring
that graduates of basic education are ready for employment, entrepreneurship, and higher
learning;
WHEREAS, the SHS curriculum can be customized at the local levels to take into
consideration the needs of local industries and the labor market;
WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there is a
need for school-industry partnerships that will provide the school the necessary expertise and
venue for practical, on-the-job, enterprise-based training for SHS learners;
WHEREAS, DepEd will start full implementation of SHS in School Year 2016-2017;
WHEREAS, the SCHOOL is among those that will offer SHS to students in the community
to carry out DepEd's objectives for SHS as spelled out above;
WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Immersion
Partnership with the COOPERATIVE;
Page 1 of 8
WHEREAS, the COOPERATIVE operates in the area where the School is located and has
offices, facilities, project sites, and expertise that it can make available to the School for
purposes of student Work Immersion;
WHEREAS, the COOPERATIVE considers going into a work immersion partnership with
the School as part of its mission to create a positive impact on the community, especially the
young people;
WHEREAS, the COOPERATIVE recognizes the need for a Work Immersion environment
that is safe for the students and teachers, and conducive to learning, and has the capability to
provide these;
WHEREAS, the SCHOOL and the COOPERATIVE, hereinafter collectively referred to as

"the PARTIES", undertake to collaborate for the successful implementation of the SHS in
<Municipality> cognizant of the need for special protection of the child and with the best
interest of the SHS learner at heart;
NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:
DESCRIPTION OF THE WORK IMMERSION PROGRAM
With the passage of the Enhanced Basic Education Act of 2013 or Republic Act 10533,
DepEd was tasked to implement the K to 12 Program, essentially adding two (2) years of
specialization within the Basic Educational System;
DepEd designed the implementation of RA 10533 within the framework of increased

community involvement in the learner's experience;
With this premise, DepEd offers venues for various stakeholders to participate m the
implementation ofRA 10533 and, the same offer, accepted by the PARTIES herein;
The Work Immersion Program is one of the course requirements for graduation. A SHS
student has to undergo Work Immersion in a business organization or establishment with
work requirements related to the specialization. Through Work Immersion, the students are
exposed to and are familiarized with the work-related environment related to their field of
specialization. Specifically, the students are able to:
1. Appreciate the importance and application of the principles and theories learned in
school
2. Enhance their technical knowledge and skills
3. Enrich their skills in communications and human relations
4. Develop good work habits, attitudes, appreciation, and respect for work
Page 2 of 8
I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP
The Work Immersion Partnership has the following objectives:
1. To supplement the formal curriculum of the SHS program with special inputs coming
from the COOPERATIVE experts and practitioners in order to make the SHS program
aligned and consistent with work standards.
2. To develop in the students of the SHS program the knowledge and skills that are relevant
to the needs of the job market in the area.
3. To provide SHS students relevant learning experiences by exposing them to the actual
workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the COOPERATIVE,
allowing the students, faculty, and staff of the schools concerned the use of and access to
the COOPERATIVE workplace and equipment as part of their Work Immersion Program.
II. RESPONSffiiLITIES OF THE PARTIES
A. Joint Responsibilities
Both the SCHOOL and the COOPERATIVE shall:
1. Create a joint working group that will prepare the action plan to operationalize the
partnership.
2. Form a joint steering committee to monitor the progress of the partnership and to
make sure that the provisions of this Memorandum of Agreement (MOA) are met.
3. Adhere to all laws, memoranda and circulars especially those pertaining to child
protection as provided for in the Guidelines for Work Immersion (Guidelines).
4. Develop the students' Work Immersion module specifying goals and objectives,
desired outcomes of the program and how these outcomes will be achieved, also
noting the specific knowledge, skills, attitudes and competencies that the student
should acquire after completing the program. (See Annex A and Annex C of the
Guidelines.)
5. Develop a Work Immersion Daily Schedule of Activities that will be followed by the
students during the whole duration of the Work Immersion inside the
COOPERATIVE. (See Annex C of the Guidelines.)
6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (immersion participants), in order
to ensure that each student is assigned to an immersion partner matched to his/her
desired track, qualifications, and aptitude.
Page 3 of 8
B. Responsibilities of the SCHOOL
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s which will be
the subject of the partnership.
2. Make the needed adjustments to contextualize the SHS subjects based on inputs
coming from the COOPERATIVE.
3. Designate a person who will be in charge of coordinating with the COOPERATIVE

and supervising the activities of the students for the duration of the Work Immersion
Program.
4. Provide insurance coverage for learners during the Work Immersion program.
5. Continue to exercise its Special Parental Authority under the Family Code over the
Senior High School student under immersion in the premises of the partner.
6. Monitor each student's progress throughout the duration of the entire work immersion
program so as to make sure that the tasks assigned to each student are meaningful,
challenging, and applicable to his/her particular programs and are able to maximize
the quality of the learning experience.
. .
7. Provide the COOPERATIVE an evaluation tool for the students' tmmerswn
performance.
8. Issue a final grade to the student upon completion of the requirements within a
prescribed period.
9. Ensure that the student will adhere to the nondisclosure policies of the
COOPERATIVE as agreed to by the SCHOOL.
10. Provide signed Consent forms from the parents as applicable.
11. Provide the COOPERATIVE a Certificate of Participation in the SHS program for
whatever purpose it may serve.
12. Execute a deed of acceptance as a way of recognizing and acknowledging the

donation/s received from the COOPERATIVE.
C. Responsibilities of the COOPERATIVE:
The COOPERATIVE shall:
1. Assign a competent Immersion Coordinator from the COOPERATIVE to liaise with

the School and supervise the students without prejudice to the special parental
authority of the school, its administrators and teachers for the duration of the work
immersion program so as to ensure efficient implementation of all stages of the
program.
Page 4 of 8
2. Provide inputs into the curriculum through the discussions or workshops that DepEd
will organize.
3. Lend its expertise by making available its resident resource persons to provide
training to the students.
4. Allow the students to be deployed to the different sections/departments/project sites

of the COOPERATIVE based on the Work Immersion Daily Schedule of Activities.
5. Agree to the required number of hours of the immersion program set under the DepEd
SHS curriculum. (See Annex A of the Guidelines.)
6. Provide immersion opportunities for <number of students> students for <School

Year>.
7. Provide students with an orientation about the COOPERATIVE, its line of business,
and the work its employees do, and expose them to the various stakeholders of the
community in which the COOPERATIVE operates for the students to get a holistic
understanding of its business.
8. Similarly ensure that students undergo training related to their course, and provide the
students with work or activities based on the activities listed in the prescribed
template for the Immersion Program of Activities (Annex C of the Guidelines).
9. Make its workplace and facilities available to students and teachers, and shall
similarly take all necessary action to ensure the safety of students within their areas of
operation at all times, which shall include, but shall not be limited to, the provision for
Personal Protective Equipment (PPE), if applicable. Ensure that the students will not
be exposed to hazardous materials and working environment throughout the duration
of the immersion.
10. Evaluate students' performance in the immersion venue by accomplishing provided

evaluation tool.
11. Issue a Certificate of Completion to the student trainees upon satisfactory compliance
with all requirements of the program.
12. Execute a deed of donation in favor of DepEd for the completed Work Immersion
Partnership.
13. Submit to the Adopt-A-School Program Secretariat all pertinent documents in support
of the amount specified/claimed for the tax exemption application of the
COOPERATIVE.
Page 5 of 8
Ill. EFFECTIVITY
This agreement shall hold for the duration of the <from year-to year> Academic
School Year and is renewable every year. The COOPERATIVE and the SCHOOL shall
submit their intention for renewal of this agreement through formal notice within thirty (30)
days before the expiration of this Agreement.
The COOPERATIVE and the SCHOOL reserve their respective rights to terminate
their participation in the agreement through formal written notice within thirty (30) days
before the effectivity of the termination. Both parties shall turn over all deliverables agreed
thereto in the Work Immersion Program. Termination shall be subject to the mutual
agreement between the parties.
A material breach of the Work Immersion Guidelines and/or this MOA shall
constitute a ground for termination of the MOA, in whole or in part, by the aggrieved party,
without prejudice to other legal remedies.
IV. LIABILITY
The school, its administrator, and teachers exercising authority and supervision over
the Senior High School Student undergoing immersion in the premises of the partner may be
held accountable for the student's acts.
Each party shall answer for losses and damages arising from any accident, act, or
omission directly attributable to its fault or negligence, which may cause death or bodily
injury to any persons, or loss or damage to property, by or on account of the performance of
the respective obligations by the parties pursuant to this Agreement. Such responsibility shall
continue to remain that of the responsible party's even after the termination of this
agreement, if such losses and damages were incurred during the effectivity of this agreement.
DepEd shall not be liable for opportunity losses of the COOPERATIVE during the
duration and after the termination of this agreement.
V. NONDISCLOSURE PROVISION
It is expressly understood by DepEd and the students that all information on

technology, manufacturing process, process standards, quality assurance methodologies,
quality standards, production capabilities, raw material purchasing, marketing, finance, and
all other related documents, manuals, and operational and technical matters that the
COOPERATIVE shall make available to them shall be used for the sole purpose of student
training. All of these matters are classified as confidential in nature and proprietary to the
COOPERATIVE, and thereby each student hereby undertakes to prevent transfer of such
information by any of its members to any party outside of the COOPERATIVE.
Page 6 of 8
VI. OWNERSHIP OF OUTPUT AND INTELLECTUAL PROPERTY
Intellectual properties developed by the student as part of his or her regular Work
Immersion duties in the COOPERATNE and their corresponding copyrights and/or patents
shall belong to the COOPERATIVE.
Intellectual properties developed by the student outside of his or her regular Work
Immersion duties in the COOPERATNE and their corresponding copyrights and/or patents
shall belong to the student, even if the student used the time, facilities, materials of the
COOPERATIVE, unless otherwise stipulated in a separate agreement between the student
and his or her parent or guardian and the COOPERATIVE.
The above provisions shall apply in proportion to the intellectual properties developed
by the student in case intellectual property is jointly developed by the student with an
employee or personnel of the COOPERATIVE, unless otherwise stipulated in a separate
agreement between the student and his or her parent or guardian and the COOPERATIVE.
VII. OTHER PROVISIONS
It is expressly understood by the PARTIES that the COOPERATIVE is not obliged to

pay wage or salary since no employer-employee relationship exists between them. However,
the COOPERATIVE is not precluded from providing the student with any monetary or
financial assistance in the form of transportation fee, food allowance, etc.
In determining the existence of an employer-employee relationship, the following

elements are considered: (1) the power to hire; (2) the payment of wages; (3) the power to
dismiss; and (4) the power to control the employee's conduct, with the control test generally
assuming primacy in the overall consideration.
No employer-employee relationship exists between the student and the partner in

Work Immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer's facilities, is
similar to training provided in an educational program.
2. The training is for the benefit of the student.
3. The student does not displace regular employees, and works under close supervision.
4. The students are not entitled to a job at the conclusion of the training period and are
free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people who
are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar business. It is
not designed specifically for a job with the employer that offers the program.
7. The screening process for the Immersion program is not the same as that for
employment, and does not appear to be for that purpose. The screening only uses
criteria relevant for admission to an independent educational program.
8. Advertisements, posting, or solicitations for the program clearly discuss education or
training, rather than employment, although employers may indicate that qualified
graduates may be considered for employment.
Page 7 of 8
FOR THE SCHOOL: FOR THE COOPERATIVE:
<NAME> <NAME>
<POSITION> <POSIDON>
WITNESSED BY:
APPROVED BY:
<NAME>
<POSITION>
<DEPARTMENT>
Page 8 of 8
ANNEX D: MOA TEMPLATE FOR LGUs
24May2017v.l
Local Government Unit
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSIDP
This Memorandum of Agreement is entered into this of -----" 20 m

by and between:
:>

as the SCHOOL;
-and-
The Barangay I Municipality I City /Province of , of the Republic of

the Philippines, with principal address at and represented in
this Agreement by its <BARANGAY CHAIRMAN/MAYOR/GOVERNOR>, <NAME>,
<NATIONALITY>, of legal age, hereinafter referred to as the "LGU''.
WITNESSETH:

coordinate policies, plans, programs and projects in the areas of formal and nonformal basic
WHEREAS, DepEd has introduced the K to 12 basic education reform program that includes
Senior High School, hereinafter referred to as "SHS", with the major objective of ensuring
that graduates of basic education are ready for employment, entrepreneurship and higher
learning;
WHEREAS, DepEd will start full implementation ofSHS in School Year 2016--2017;
partnership with the LGU;
Page 1 of 7
WHEREAS, the LGU operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the School for purposes of
student work immersion;
WHEREAS, the LGU considers going into a work immersion partnership with the School as
part of its mission to create a positive impact on the community, especially the young people;
WHEREAS, the institutionalization and implementation of the K to 12 program is among the

priority programs of the Government for promoting inclusive growth;
WHEREAS, the LGU is encouraged to fully support the successful implementation of the K
to 12 Program of the Department of Education as stated in Paragraph 4, Section 2 of the
Republic Act 9155 or "Governance of Basic Education Act of 2001";
WHEREAS, the LGU recognizes the need for a work immersion environment that is safe for
the students and teachers, and conducive to learning, and has the capability to provide these;
WHEREAS, the SCHOOL and the LGU, hereinafter collectively referred to as "PARTIES",
undertake to collaborate toward the successful implementation of the SHS in
<Barangay/Municipality/City!Province> cognizant of the need for special protection of the
child and with the best interest of the SHS learner at heart;

With this premise, DepEd offers venues for various stakeholders to parttctpate in the
student has to undergo work immersion in a business organization or establishment with
work requirements related to the specialization. Through work immersion, the students are
exposed to and are familiarized with the work-related environment related to their field of
school
4. Develop good work habits, attitudes, appreciation and respect for work
Page 2 of 7
from the LGU experts and practitioners in order to align the SHS program with work
standards.
workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the LGU, allowing the
students, faculty, and staff of the schools concerned the use of and access to the LGU
workplace and equipment as part of their Work Immersion Program.
Both the SCHOOL and the LGU shall:
partnership.
3. Adhere to all laws, memorandums, and circulars especially those pertaining to child
noting the specific knowledge, skills, attitudes, and competencies that the student
Guidelines.)
student during the whole duration of the work immersion in the LGU. (See Annex C
of the Guidelines.)
6. Formulate local school work immersion policies and guidelines on selection,

placement, monitoring, and assessment of student (immersion participants to ensure
that each student is assigned to an immersion partner matched to his/her desired track,
qualifications, and aptitude.
Page 3 of 7
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s that will be the
subject of the partnership.
2. Make the needed adjustments to contextualize the SHS subjects based on inputs from
theLGU.
3. Designate a person in charge of coordinating with the LGU and supervising the
activities of the students for the duration of the Work Immersion program.
SHS student under immersion in the premises of the partner.
6. Monitor each student's progress throughout the duration of the entire Work
Immersion program so as to make sure that the tasks assigned to each student are
meaningful, challenging, and applicable to his/her particular programs and are able to
maximize the quality of the learning experience.
7. Provide the LGU evaluation tool for the students' immersion performance.
prescribed period.
9. Ensure that the student will adhere to the nondisclosure policies of the
Municipality/City/Province as agreed to by the School.
11. Provide the LGU a Certificate of Participation in the SHS Program for whatever
purpose it may serve.

donation/s received from the LGU.
C. The LGU shall:
1. Assign a competent Immersion Coordinator from the LGU to liaise with the School
and supervise the students without prejudice to the special parental authority of the
school, its administrators and teachers for the duration of the work immersion
program so as to ensure efficient implementation of all stages of the program.
will organize.
Page 4 of 7
4. Allow the student to be deployed to the different sections/departments/project sites of

the LGU based on the Work Immersion Daily Schedule of Activities.
6. Provide immersion opportunities for <number of students>students for <School

Year>.
7. Provide students with an orientation about the LGU, the job as well as expose them to
the various stakeholders of the community in which it operates for the students to get
a holistic understanding of the LGU.
8. Similarly, ensure that students undergo training related to their course, and provide
the students with work or activities based on the activities listed in the prescribed
Personal Protective Equipment (PPE's), if applicable. Ensure that the students will not
of the immersion.

evaluation tool.
Partnership.
ID. EFFECTIVITY
School Year and is renewable every year. The LGU and the SCHOOL shall submit their
intention for renewal of this agreement through formal notice within thirty (30) days before
the expiration of this Agreement.
The LGU and the SCHOOL reserve their respective rights to terminate their
participation in the agreement after the duration of this Agreement through formal written
notice within thirty (30) days before the effectivity of the termination. Both parties shall
turnover all deliverables agreed thereto in the Work Immersion Program. Termination shall
be subject to the mutual agreement between the parties.
Page 5 of 7
IV. LIABILITY
the Senior High School Student undergoing immersion in the premises of the partner may be
DepEd shall not be liable for opportunity losses of the LGU during the duration and
after the termination of this agreement.

all other related documents, manuals, operational, and technical matters that the LGU shall
make available to them shall be used for the sole purpose of student training. All of these
matters are classified as confidential in nature and proprietary to the LGU and thereby each
student hereby undertakes to prevent transfer of such information by any of its members to
any party outside of the LGU.
Immersion duties in the LGU and their corresponding copyrights and/or patents shall belong
to the LGU.
Immersion duties in the LGU and their corresponding copyrights and/or patents shall belong
to the student, even if the student used the time, facilities, materials of the LGU, unless
otherwise stipulated in a separate agreement between the student and his or her parent or
guardian and the LGU.
employee or personnel of the LGU, unless otherwise stipulated in a separate agreement
between the student and his or her parent or guardian and the LGU.
Page 6 of 7
VII. OTHER PROVISIONS
It is expressly understood by the PARTIES that the LGU is not obliged to pay wage
or salary since no employer-employee relationship exists between them. However, the LGU
is not precluded from providing the student with any monetary or financial assistance in the
form of transportation fee, food allowance, etc.

1. The training, even though it includes actual operation of the employer's facilities, is
similar to training provided in an educational program.
3. The student does not displace regular employees, and works under close supervision.
4. The students are not entitled to a job at the conclusion of the training period and are free
to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people who
are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar business. It is
not designed specifically for a job with the employer that offers the program.
8. Advertisements, posting, or solicitations for the program clearly discuss education or
training, rather than employment, although employers may indicate that qualified
graduates may be considered for employment.
FOR THE SCHOOL: FOR THELGU:
<NAME> <NAME>
<POSITION> <POSffiON>
WITNESSED BY:
APPROVED BY:
<NAME>
<POSITION>
<DEPARTMENT>
Page 7 of 7
ANNEX D: MOA TEMPLATE FOR NGOs
24May2017
Non-Government Organization
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSIDP
This Memorandum of Agreement is entered into this of , 20 m

--------" by and between:

as the SCHOOL;
-and-
<NAME OF NONGOVERNMENT ORGANIZATION>, a duly registered

nongovernment organization operating under the laws of the Philippines, with principal
address at represented in this Agreement by its <Position>,
<NAME>, <NATIONALITY>, oflegal age, hereinafter referred to as the "NGO".
WITNESSETH:

coordinate policies, plans, programs and projects in the areas of formal and nonformal basic
WHEREAS, DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as "SHS", with the major objective of
ensuring that graduates of basic education are ready for employment, entrepreneurship and
higher learning;
WHEREAS, DepEd will start full implementation of SHS in School Year 2016-2017;
Partnership with the NGO;
Page 1 of 8
WHEREAS, the NGO operates in the area where the School is located and has offices,
facilities, project sites, and expertise that it can make available to the SCHOOL for purposes
of student work immersion
WHEREAS, the NGO considers going into a Work Immersion partnership with the School
as part of its mission to create a positive impact on the community, especially the young
people;
WHEREAS, the NGO recognizes the need for a work immersion environment that is safe for
the students and teachers, conducive to learning, and has the capability to provide these
WHEREAS, the SCHOOL and the NGO, hereinafter collectively referred to as "the
PARTIES", undertake to collaborate for the successful implementation of the SHS in
interest of the SHS learner at heart
specialization within the Basic Educational System

With this premise, DepEd offers venues for various stakeholders to partiCipate m the
implementation ofRA 10533 and, the same offer, accepted by the PARTIES herein
xposed to and are familiarized with the work environment related to their field of
school
4. Develop good work habits, attitudes, appreciation, and respect for work
Page 2 of 8
from the NGO experts and practitioners in order to align the SHS program with work
standards.
workplace setting.
4. To form Work Immersion Partnership between the SCHOOL and the NGO, allowing the
students, faculty, and staff of the schools concerned the use of and access to the NGO
workplace and equipment as part of their Work Immersion Program.
Both the SCHOOL and the NGO shall:
partnership.
3. Adhere to all laws, memorandums, and circulars, especially those pertaining to child
Guidelines.)
students during the whole duration of the Work Immersion in the NGO. (See Annex C
of the Guidelines.)
6. Formulate local school Work Immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (Immersion participants), to ensure
that each student is assigned to an Immersion partner matched to his/her desired track,
Page 3 of 8
The SCHOOL shall:
1. Identify and indicate the SHS track/s, strand/s, and/or specialization/s, which will be
2. Make the necessary adjustments to contextualize the SHS subjects based on inputs
coming from the NGO.
3. Designate a person in charge of coordinating with the NGO and supervising the
activities of the students for the duration of the Work Immersion Program.
Senior High School student under Immersion in the premises of the partner.
program to make sure that the tasks assigned to each student are meaningful,
challenging, and applicable to his/her particular programs and are able to maximize
7. Provide the NGO an evaluation tool for the students' Immersion performance.
prescribed period.
9. Ensure that the student will adhere to the nondisclosure policies of the NGO as agreed
to by the School.
10. Provide signed Consent forms from the students' parents as applicable.
11. Provide the NGO a Certificate of Participation in the SHS program for whatever
purpose it may serve.

donation/s received from the NGO.
C. The NGO shall:
1. Assign a competent Immersion Coordinator from the NGO to liaise with the School
and supervise the students without prejudice to the special parental authority of the
school, its administrators, and teachers for the duration of the Work Immersion
will organize.
Page 4 of 8

of the NGO based on the Work Immersion Daily Schedule of Activities.
6. Provide immersion opportunities for <number of students>students for <School

Year>.
7. Provide students with an orientation about the NGO, its line of business, and the work
its employees do, and expose them to the various stakeholders of the community in
which the NGO operates for the students to get a holistic understanding of its
business.
of Immersion.

evaluation tool.
of all requirements of the program.
Partnership.
of the amount specified/claimed for the tax exemption application of the NGO.
ill. EFFECTIVITY
School Year and is renewable every year. The NGO and the SCHOOL shall submit their
intention for renewal of this agreement through formal notice within thirty (30) days before
the expiration of this Agreement.
The NGO and the SCHOOL reserve their respective rights to terminate their
participation in the agreement after the duration of this Agreement through formal written
Page 5 of 8
notice within thirty (30) days before the effectivity of the termination. Both parties shall
turnover all deliverables agreed thereto in the Work Immersion Program. Termination shall
be subject to the mutual agreement between the parties.
IV. LIABILITY
the Senior High School Student undergoing Immersion in the premises of the partner may be
DepEd shall not be liable for opportunity losses of the NGO during the duration and
after the termination of this agreement.

all other related documents, manuals, operational, and technical matters that the NGO shall
make available to them shall be used for the sole purpose of student training. All of these
matters are classified as confidential in nature and proprietary to the NGO and thereby each
student hereby undertakes to prevent transfer of such information by any of its members to
any party outside of the NGO.
Immersion duties in the NGO and their corresponding copyrights and/or patents shall belong
totheNGO.
Immersion duties in the NGO and their corresponding copyrights and/or patents shall belong
to the student, even if the student used the time, facilities, materials of the NGO, unless
otherwise stipulated in a separate agreement between the student and his or her parent or
guardian and the NGO.
Page 6 of 8
employee or personnel of the NGO, unless otherwise stipulated in a separate agreement
between the student and his or her parent or guardian and the NGO.
Vll. OTHER PROVISIONS
It is expressly understood by the PARTIES that the NGO is not obliged to pay wage
or salary since no employer-employee relationship exists between them. However, the NGO
is not precluded from providing the student with any monetary or financial assistance in the
form of transportation fee, food allowance, etc.


1. The training, even though it includes actual operation of the employer's facilities,
is similar to training provided in an educational program.
3. The student does not displace regular employees, and works under close
superviSion.
4. The students are not entitled to a job at the conclusion of the training period and
are free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar business. It
is not designed specifically for a job with the employer that offers the program.
8. Advertisements, posting, or solicitations for the program clearly discuss education
or training, rather than employment, although employers may indicate that
qualified graduates may be considered for employment.
Page 7 of 8
FOR THE SCHOOL: FOR THENGO:
<NAME> <NAME>
<POSITION> <POSffiON>
WITNESSED BY:
APPROVED BY:
<NAME>
<POSITION>
<DEPARTMEN1>
Page 8 of 8
ANNEX D: MOA TEMPLATE FOR PRIVATE COMPANIES
25May2017
Private Company
MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP
This Memorandum of Agreement is entered into this of 20 m

_;>by and between:

as the SCHOOL;
-and-
<NAME OF COMPANY>, a duly registered <CORPORATION, PARTNERSHIP, SOLE

PROPRIETORSHIP> operating under the laws of the Philippines, with principal address at
--------------"represented in this Agreement by its <Position>, <NAME>,
<NATIONALITY>, of legal age, hereinafter referred to as the "COMPANY",
WITNESSETH:

coordinate policies, plans, programs, and projects in the areas of formal and nonformal basic
WHEREAS, the DepEd has introduced the K to 12 basic education reform program that
includes Senior High School, hereinafter referred to as "SHS", with the major objective of
ensuring that graduates of basic education are ready for employment, entrepreneurship, and
higher learning;
WHEREAS, DepEd will start full implementation ofSHS in School Year 2016-2017;
Partnership with the COMPANY;
Page 1 of 8
WHEREAS, the COMPANY operates in the area where the School is located and has
offices, facilities, project sites, and expertise that it can make available to the School for
purposes of student Work Immersion;
WHEREAS, the COMPANY considers going into a Work Immersion partnership with the
School as part of its mission to create a positive impact on the community, especially the
young people;
WHEREAS, the COMPANY may avail itself of the revenue regulation no. 10 s. 2003
implementing the tax incentives provision of RA. 8525 otherwise known as the Adopt-A-
School Act of 1998;
WHEREAS, the SCHOOL and the COMPANY, hereinafter collectively referred to as

"PARTIES", undertake to collaborate for the successful implementation of the SHS in
interest of the SHS learner at heart;

With this premise, DepEd offers venues for various stakeholders to parttctpate m the
exposed to and are familiarized with the work environment related to their field of
school.
2. Enhance their technical knowledge and skills.
3. Enrich their skills in communications and human relations.
4. Develop good work habits, attitudes, appreciation and respect for work.
Page 2 of 8
1. To supplement the formal curriculum of the SHS program with special inputs from the
COMPANY experts and practitioners in order to align the SHS program with work
standards.
3. To provide SHS students relevant learning experiences by giving them exposure to the
actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY, allowing
the students, faculty, and staff of the schools concerned the use of and access to the
COMPANY workplace and equipment as part of their Work Immersion Program.
ll. RESPONSffiiLITIES OF THE PARTIES
Both the SCHOOL and the COMPANY shall:
partnership.
3. Adhere to all laws, memorandums, and circulars especially those pertaining to child
Guidelines.)
students during the whole duration of the Work Immersion Program. (See Annex C of
the Guidelines.)
6. Formulate local school Work Immersion policies and guidelines on selection,

placement, monitoring, and assessment of students (Immersion participants) to ensure
that each student is assigned to an Immersion partner matched to his/her desired track,
Page 3 of 8
B. Responsibilities of the School
The SCHOOL shall:
1. Identify and indicate the SHS trackls, strand/s, and/or specialization/s which will be
2. Make the needed adjustments to contextualize the SHS subjects based on inputs from
the COMPANY.
3. Designate a person in charge of coordinating with the COMPANY and supervising

the activities of the students for the duration of the Work Immersion Program.
4. Provide insurance coverage for learners during the work immersion program.
Senior High School student under immersion in the premises of the partner.
program so as to make sure that the tasks assigned to each student are meaningful,
challenging, and applicable to his/her particular programs, and are able to maximize
7. Provide the COMPANY an evaluation tool for the students' Immersion performance.
prescribed period.
9. Ensure that the student will adhere to the nondisclosure policies of the COMPANY as
agreed to by the School.
11. Provide the COMPANY a Certificate of Participation in the SHS program for
whatever purpose it may serve.

donation/s received from the COMPANY.
13. Review, facilitate, and endorse the application of the COMPANY to avail of the tax
incentives/exemption as specified in the RA. 8525 otherwise known as The Adopt-A-
School Act of 1998.
C. The Company shall:
1. Assign a competent Immersion Coordinator from the COMPANY to liaise with the
School and supervise the students without prejudice to the special parental authority
of the school, its administrators, and teachers for the duration of the Work Immersion
Page 4 of 8
will organize.

of the COMPANY based on the Work Immersion Daily Schedule of Activities.
6. Provide immersion opportunities for <number of students> students for <School

Year>.
7. Provide students with an orientation about the COMPANY, its line of business, and
the work its employees do, and expose them to the various stakeholders of the
community in which the COMPANY operates for the students to get a holistic
understanding of its business.
of the immersion.
10. Evaluate students' performance in the Immersion venue by accomplishing provided

evaluation tool.
Partnership.
of the amount specified/claimed for the tax exemption application of the COMPANY.
ill. EFFECTIVITY
School Year and is renewable every year. The COMPANY and the SCHOOL shall submit
their intention for renewal of this agreement through formal notice within thirty (30) days
before the expiration of this Agreement.
Page 5 of 8
The COMPANY and the SCHOOL reserve their respective rights to terminate their
participation in the agreement through formal written notice within thirty (30) days before the
effectivity of the termination. Both parties shall tum over all deliverables agreed thereto in
the Work Immersion Program. Termination shall be subject to the mutual agreement between
the parties.
IV. LIABILITY
the Senior High School Student undergoing Immersion in the premises of the partner may be
DepEd shall not be liable for opportunity losses of the Company during the duration
and after the termination of this agreement.

all other related documents, manuals, operational, and technical matters that the Company
shall make available to them shall be used for the sole purpose of student training. All of
these matters are classified as confidential in nature and proprietary to the Company and
thereby each student hereby undertakes to prevent transfer of such information by any of its
members to any party outside of the Company.
Immersion duties in the COMPANY and their corresponding copyrights and/or patents shall
belong to the COMPANY.
Immersion duties in the COMPANY and their corresponding copyrights and/or patents shall
belong to the student, even if the student used the time, facilities, materials of the
COMPANY, unless otherwise stipulated in a separate agreement between the student and his
or her parent or guardian and the COMPANY.
Page 6 of 8
employee or personnel of the COMPANY, unless otherwise stipulated in a separate
agreement between the student and his or her parent or guardian and the COMPANY.
Vll. OTHER PROVISIONS
It is expressly understood by the PARTIES that the Company is not obliged to pay
wage or salary since no employer-employee relationship exists between them. However, the
Company is not precluded from providing the student with any monetary or financial
assistance in the form of transportation fee, food allowance, etc.


work immersion if all the following criteria are met:
1. The training, even though it includes actual operation of the employer's facilities,
is similar to training provided in an educational program.
3. The student does not displace regular employees, and works under close
supervision.
4. The students are not entitled to a job at the conclusion of the training period and
are free to take jobs elsewhere in the same field.
5. Any clinical training is performed under the supervision and direction of people
who are knowledgeable and experienced in the activity.
6. The training is general, and qualifies the student to work in any similar business. It
is not designed specifically for a job with the employer that offers the program.
7. The screening process for the Immersion program is not the same as for
8. Advertisements, posting, or solicitations for the program clearly discuss education
or training, r(l,ther than employment, although employers may indicate that
qualified graduates may be considered for employment.
Page 7 of 8
FOR THE SCHOOL: FOR THE COMPANY:
<NAME> <NAME>
<POSITION> <POSITION>
WITNESSED BY:
APPROVED BY:
<NAME>
<POSITION>
<DEPARTMENT>
Page 8 of 8
ANNEX E: WORK IMMERSION DELIVERY MODELS
1. MODELA
The school shall offer the minimum number of hours, which is 80 hours as reflected in the
Curriculum Guide for Work Immersion in Annex A.
For schools that may need additional hours for Work Immersion, the following Models may be
considered:
2. MODELB
Model B provides options for those who will offer 240 continuous hours of Work Immersion.
The 240 hours is the sum of 160 hours allotted for specialized subjects and 80 hours for
work immersion as a subject.
Learner's Purpose and

School Options
Needs
Optional for learners Has several Work 1. Learners may start taking a 640-hour
who: Immersion partners specialization in Grade 9 and finish at
1. decide to do more that can Grade 11.
Work Immersion accommodate all its
hours in the learners in the ftrst For Grade 12, sjhe may take up another
specialization of their and second semester 160-hour specialization before or after
choice ofGrade 12 the work immersion.
2. have more Work
Immersion Examples are shown in Models B1 and
opportunity available B2.
2. Learners may start taking a 320-hour

specialization at Grade 11.
For Grade 12, sjhe may take up another

160-hour specialization before or after
the work immersion.
Examples are shown in Models B1 and

B3.
3. Learners may also take up three 160-

hour specializations starting Grade 11.
Work Immersion may be done during the

second semester of Grade 12.
An example is shown in Model B4.
Page 1 of6
Al'fNEX E: WORK IMMERSION DELIVERY MODELS
These are the sample scenarios in which Work Immersion make be taken in the first
semester of Grade 12:
MODEL Bl (for a 640-hour specialization)

Grade 11 Grade 12
Grade 9 Grade 10 1st Semester 2nd 1st Semester 2nd Semester
Semester
160 hours 160 hours 160 hours 160 hours 240 hours of Any
Automotive Automotive Automotive Automotive Work specialization
Servicing Servicing Servicing NC I Servicing Immersion on equivalent to
NCI NC I NCI Automotive 160 hours
Servicing NC I
OR
MODEL Bl (for a 320-hour specialization)

Grade 11 Grade 12
1st Semester 2nd Semester 1st Semester 2nd Semester
160 hours 160 hours 240 hours ofWork Any specialization

Dressmaking Dressmaking NC II Immersion on Dressmaking equivalent to 160
NC II NC II hours
On the other hand, these are the sample scenarios where Work Immersion may be taken in
the second semester of Grade 12:
MODEL B2 (for a 640-hour specialization)

Grade 11 Grade 12
Grade 9 Grade 10 1st Semester 2nd Semester 1st 2nd Semester
Semester
Any 160 hours 160 hours 160 hours 160 hours 240 hours of
specialization Caregiving Caregiving Caregiving NC Caregiving Work
equivalent to NC II NC II II NC II Immersion on
160 hours Caregiving
NC II
OR
Grade 11 Grade 12
Grade 9 Grade 10 1st 2nd 1st Semester 2nd Semester
Semester Semester
160 hours 160 hours 160 hours 160 hours 160 hours 240 hours of Work
Computer Computer Computer Computer Broadband Immersion on Broadband
Systems Systems Systems Systems Installation Installation (Fixed
Servicing Servicing Servicing Servicing (Fixed Wireless Systems) NC II
NC II NC II NC II NC II Wireless or Computer Systems
Systems) Servicing NC II
NC II
Page 2 of6
MODEL B3 (for a 320-hour specialization)

Grade 11 Grade 12
80 hours on Tailoring 80 hours on Tailoring NC 160 hours on 240 hours ofWork

NC II II Tailoring NC II Immersion on
and any specialization and any specialization Tailoring NC II
equivalent to 80 hours equivalent to 80 hours
(e.g., Ship's Catering (e.g., Safety and First
Seroices NC I) Aid under Sports Track)
OR
Grade 11 Grade 12
Any specialization 160 hours on 160 hours on 240 hours of Work Immersion
equivalent to 160 hours Tailoring NC II Tailoring NC II on Tailorin_g NC II
MODEL B4 (for a 160-hour specializationl

Grade 11 Grade 12
160 hours 160 hours 160 hours 240 hours of Work
Handicraft (Basketry, Handicraft Handicraft Immersion on
Macrame) (Fashion Accessories, (Needlecraft) Handicraft
Paper Craft)
3. MODELC
Model C offers options for those who will offer 240 hours of staggered Work Immersion.
Annex G shows a sample summer break schedule for this model.

School Options
Needs
Optional for learners who: Has Work Immersion 1. For a 640-hour specialization, learners
1. decide to do more venues but these may take the first 320 hours in Grade 11
Work Immersion cannot accommodate then have 120 hours ofWork Immersion
hours in the all learners in the during summer.
specialization of their 2nd semester of
choice Grade 12, thus They may then take up 160
2. have more Work making it necessary specialization hours during the first
Immersion opportunity to spread out the semester of Grade 12 and have 40 hours
available immersion over of Work Immersion during the semestral
3. enrolled in several terms break.
specializations that
require more training Learners may then take up the remaining
hours 160 specialization hours during the
Page 3 of6

School Options
Needs
second semester of Grade 12 and have

80 hours of Work Immersion.
An example is shown in Model C 1.
2. Another option for a 640-hour

specialization is for learners to take 320
hours of specialization in Grade 11 and
have 160 hours of Work Immersion
during summer.
S/He may then take up 320 hours of

specialization during the first semester of
Grade 12 and have 80 hours of Work
Immersion during the second semester.
An example is shown in Model C2.
MODEL Cl(for a 640-hour specialization)

Grade 11 Grade 12
2nd Summer Semestral 2nd
1st Semester 1st Semester
Semester Break Semester
160 hours 160 hours 120 hours 160 hours 40 hours 160 hours
Electrical Electrical of Work Electrical of Work Electrical Installation
Installation Installation Immersion Installation Immersion and Maintenance NC
and and and II
Maintenance Maintenance Maintenance and
NC II NC II NC II 80 hours of Work
Immersion
OR
MODEL C2 (for a 640-hour specialization)

Grade 11 Grade 12
Summer
160 hours 160 hours 160 hours of 320 hours 80 hours ofWork
Aquaculture Aquaculture Work Aquaculture NC II Immersion
NC II NC II Immersion
Page 4 of6
4. MODELD
Model D provides options for schools who will offer more than 240 hours of Work Immersion.
This is a combination of Models B and C.

School Options
Needs
Optional for learners who: 1. Has partners who 1. For a 480-hour specialization and
1. are likely to proceed to have more Work work immersion for 320 hours,
employment after basic Immersion slots learners may take up 320
education 2. Has selected learners specialization hours in Grade 11 and
2. decide to do more Work ready for more training have 80 hours of Work Immersion
Immersion hours in the in the workplace during summer.
specialization of their
choice S/He may then take the remaining
3. have Work Immersion 160 specialization hours in the ftrst
opportunity available to semester of Grade 12 and have 240
them hours of Work Immersion in the
second semester.
A sample is shown in Model D1

below.
2. Learners may ftnish a 320-hour

specialization in Grade 11 and have
40 hours ofWork Immersion during
the summer.
Learners may then continue their

Work Immersion in the 320-hour
specialization in the ftrst semester of
Grade 12 for 240 hours and during
semestral break for 40 hours.
S/He may then take up another 160-

hour specialization during the
second semester of Grade 12.
A sample is shown in Model D2.
MODEL D1 (for a 480-hour specialization)

Grade 11 Grade 12
Summer
160 hours 160 hours 80 hours of 160 hours 240 hours of

Fumiture Making Fumiture Making Work Fumiture Work Immersion
(Finishing) NC II (Finishing) NC II Immersion Making
(Finishing) NC II
Page 5 of6
MODEL D2 (for a 320-hour s_pecialization

Grade 11 Grade 12
1st 2nd Summer Semestral 2nd
1st Semester
Semester Semester Break Semester
160 hours 160 hours 40 hours of 240 hours of 40 hours of Any

Animal Animal Work Work Work specialization
Production Production Immersion in Immersion in Immersion in equivalent to
NC II NC II Animal Animal Animal 160 hours
Production Production Production
NC II NC II NC II
Page 6 of6
l-
ANNEX F: WORK IMMERSION MONITORING AND EVALUATION TOOL
' -;..'flo,.l"l)"t
_, i
''-..,_,,/"
R;fe o: ; t: o . .
Department of Educat10n Complex, Meralco Avenue, Pastg C1ty
,!t! P.
Work Immersion Monitoring and Evaluation Tool
Name of School:---------------- Division & Region:---------------

School Head:
Date of Monitoring:---------------
Directions: Check the box that corresponds to your answer in each item using the legend below.
LEGEND: E- Evident El- Evident but Inadequate NE- Not Evident NA- Not Applicable
t I portfolio
s feedback about
semester.
offerings are appropriate to the community.
alizations are aligned to the work immersion partner
institution. I students' specialization
11. Work Immersion Deliverv Process
1. Activities of the students are programmed based on the Prescribed Template of Students' Activities and Matrix of
competencies. Students' Competencies per specialization
2. Students are being prepared before the actual Work Evaluation of student's readiness for Work Immersion which
Immersion. should be tailored to the context of the school
3. Students are being given feedback about their dent's evaluation with stated remarks and plan of action on
performance in the Work Immersion. the part of students
4. Students' personal agenda/goals are being channeled for Student's statement of personal goals in the Work lmmers1on vs
their knowledge, skills, and values development in the list of competencies and activities that will be identified together
Work Immersion. with the partner institution supervisor
Page 1 of4
,!t P.
on+.,.+inn of student's orientation about the assessment of
competencies with remarks of the partner

Immersion. institution supervisor
IV. Suoervision of Work Immersion Implementation

1. A clear Monitoring Plan (VVork Immersion Teacher, School Monitoring Plans of School Head, School Partnership
Partnership Focal Person, and School Head) before the Person, and Work Immersion Teacher)
start of the Work Immersion is evident.
2. Monitoring Plan is properly implemented. Documentation of the actual monitoring, which includes utilized
budget, venues visited, monitoring results, and the like
3. Monitoring results are discussed with the concerned 1 Minutes of Meeting with the concerned personnel
personnel so as to encourage actions needed to improve
Work Immersion delivery.
4. Monitoring results are utilized to improve Work Immersion Matrix of Monitoring Results and the actions taken
delivery.
5. Proper coordination, planning, and a feedback system are Minutes of Meeting and Post Conference documentation
being enforced.
6. Capacity building for Work Immersion is being conducted. mentation of teachers and personnel training with the
attached utilized budget
V. Administrative
1. Students accomplish their parental consent before the Compiled Accomplished Parental sents
actual Work Immersion.
2. Orientation for students and their parents is conducted by Documentation of students and parents' orientation on Work
Page 2 of4
D nuo orn
!?.,!d l?.
D
Den,
l! Den, -·0 aucat:1o
m "aucano
ornn· """-ruco n
AREAS TO BE MONITORED 14tJI•1ij t!J¥i..fjt.IUIWjb.i1Iil4i1Ai.IM·M E El NE NA

both the School and Partner Institution before the start of Immersion
Work Immersion.
3. An adequate budget is allotted for Work Immersion Approved budget vs Financial Report of Work Immersion
expenses.
4. Profiles of confirmed Work Immersion partners are Display of the profiles of confirmed Work Immersion partners
organized and available for reference by students, parents,
and teachers.
5. Memorandum of Agreement (MOA) is duly nota compilation of •v•l JJ.\s
properly documented.
6. MOA is strictly followed by both School and Partner Documentation of School and Partner Institution's compliance to
Institution. MOA (e.g., safety guidelines of partner institution for students,
minutes of meetina of both
7. Materials and relevant supplies are available for the Inventory of supplies and materials vs reports of utilization
students and teachers of Work Immersion.
8. The school has a Joint Working Group, which is formed List of the approved Joint Working Group, their minutes of
before the start of Work Immersion. meeting and other relevant documentation
9. The facilities and venues are accessible to teachers and Map of facilities and venues in relation to the school's location
students.
10. Students are provided with insurance during their Work Insurance documents of the students and the budgetary
Immersion. allotment
11. Duties and responsibilities of personnel are clearly n of orientation for the personnel and teachers
defined.
12. Correct reports are submitted. I Mid-year and year-end reports by the school
13. Issues and concerns based on the reports are acted upon. I Matrix of issues and concerns from the reports and actions
taken
Page 3 of4
SUMMARY OF RESULTS
-.
.. "'
NG (J
.f - ..
"l'li'f.. .
......... "'""
Rrie; o: ; t; ?oe: , ,
Department of Education Complex, Meralco Avenue, Pas1g C1ty
,!t P.
Write the total number of checks per area and identify those that are not evident and evident but inadequate which merit actions to be taken.
I. Curriculum implementation and compliance

II.Teaching and learning process
Ill.
Assessment of learning process
IV.Supervision of instruction plan
V. Administrative concerns
AREAS NOT EVIDENT/ ACTIONS TO BE TAKEN ACCOUNTABLE FOLLOW UP

EVIDENT BUT INADEQUATE TO BE FILLED UP AT THE PERSON & Date:
TO BE FILLED UP BY POST-CONFERENCE BY POSITION lndtcatc wt1ether actrons to be taken ar(lr:!J_Qierl_l _Q\.§'cJ ur
MONITOR SCHOOL HEAD NotJJDJ lQr_rJented rn the next rnonttorrng
Ex. Curriculum Guide is being Ensure that CG will be followed Juan de Ia
followed nr"nnor"l ,o...r,o.,.o..,e..,.,oy,.t_u in Academic Track . School Head
Ex. Issues and concerns To draft an action plan Juan de Ia Cruz,
based on the reports are acted addressing the issues and School Head
concerns from the
This certifies that the monitoring and evaluation results have been discussed with me. I understand that my signature does not necessarily
indicate agreement, but acknowledges receipt of the report, and that I may respond to any and all issues contained in this evaluation. Written
response must be submitted to the undersigned supervisor within 10 working days of date noted below.
School Head:
Date:------------------
Signature over printed name
Monitored by: Signature over printed name Designation:------------------
Page 4 of4
ANNEX G: Sample Summer Break Work Immersion Schedule for Model C
Grade 12 Sample Class Schedule

Work Immersion
SY 2017-2018
week
7-11
Total
N 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
Hours
Overall
total
no. of 40 hrs 40 hrs 40 hrs 40 hrs 40 hrs
hours
200 hrs
Performs other required tasks based on the agreement
Finalizes output for presentation/display in the class exhibit; submits reports to

teacher and · · ·
Finalization of individual portfolio
Page 1 of 1

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GUIDELINES FOR WORK IMMERSION

1. The Department of Education (DepEd) issues the enclosed Guidelines for

2. Work Immersion is a key feature of . the SHS Curriculum. It can be

5. Immediate dissemination of and strict compliance with this Order is

MCDJ I R DO Guidelines for Work Immersion

GUIDELINES FOR WORK IMMERSION

One of the goals of the K to 12 Basic Education Program is to develop in learners

To achieve the above objectives, Work Immersion is thus a requirement for

SECTION 3: Definition of Terms

1. Partner Institutions are public or private institutions or organizations that are

2. Memorandum of Agreement is a legally binding document, which spells out

4. School Partnership Focal Person is the person authorized to seek

6. Work Immersion Partner Institution Supervisor serves as the counterpart of

7. Work Immersion Teacher is the school personnel who is assigned to supervise

8. Workplace Immersion Venue is the place where work immersion is conducted.

1. appreciate the importance and application of the principles and theories

SECTION 5: Principles and Policy Statements

Partnership with Institutions shall be govemed and guided by the following

1. Work Immersion requires parental consent.

3. Schools may partner with any institution or organization duly

4. All Work Immersion agreements at the school level must be covered by a

5. The Memorandum of Agreement (MOA) for Work Immersion must have

a. creation of a Joint Working Group (JWG), the JWG's functions and

7. School Partnerships Focal Persons must be capacitated with networking skills

9. Expenses in securing partnerships, such as the travel expense of the School

Model A 80 hours For learners who Has partners

Examples are shown in

3. Learners may also

Work Immersion may be

Model C 240 hours Optional for Has Work 1. For a 640-hour

SfHe may then take up

Model D 320 hours Optional for Has partners 1. For a 480-hour

2. Learners may fmish a

Learners may then

hour specialization in the

SJHe may then take up

SECTION 7: Duties and Responsibilities of Personnel

The successful implementation of Work Immersion will depend on the strong

1. The School Head

2. The School Partnerships Focal Person

3. The Work Immersion Teacher

4. The Work Immersion Partner Institution Supervisor

SECTION 9: Monitoring and Evaluation

Annex F shows the monitoring and evaluation tool to be used.

SECTION 10: Annexes

Grade: 11/12 No. of Hours: at least 80 hours

K to 12 Senior High School Specialization Subject- Work Immersion April2017 Page2of4

K to 12 Senior High School Specialization Subject- Wor;l( Immersion Apri12017 Page3of4

III. Post Immersion 2 hours The teacher: The student: 1. portfolio

Arts and Visual Arts 1. Advertising Offices

Name of Grade and

LIST OF TASKS/ ACTIVITIES

Certified true and correct:

Work Immersion Teacher's Signature Over Industry Supervisor's Signature Over

MEMORANDUM OF AGREEMENT FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this of , 20 m

The - <NAME OF SCHOOL>, with School Identification Number a public

<NAME OF COOPERATIVE>, a duly registered cooperative operating under the laws of

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

WHEREAS, the SCHOOL and the COOPERATIVE, hereinafter collectively referred to as

DESCRIPTION OF THE WORK IMMERSION PROGRAM